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Instructor presentation for product 8B20M213.

During the spring 2020 semester, Botsworth Business School had suddenly moved all classes to remote teaching due to the spread of the COVID-19 pandemic. The school’s associate dean had to consider the implications of this new learning environment for academic integrity. She also had to manage the challenges of a new infrastructure and differing student and instructor needs. In May 2020, with urgency subsiding, and with the university confirming that classes would be taught remotely through the spring 2021 semester, the associate dean was considering the risks and benefits of what services had been—and what could be—implemented to support remote teaching and learning. Leading up to the remote fall 2020 semester, she was wondering how to best identify and manage risk from contract cheating—a form of academic dishonesty that occurred when a student submitted work for academic credit that was completed by a third party. The associate dean’s task would have been complex and difficult in normal times, but it had become an especially salient problem after moving to online remote instruction due to the COVID-19 pandemic.

During the spring 2020 semester, Botsworth Business School had suddenly moved all classes to remote teaching due to the spread of the COVID-19 pandemic. The school's associate dean had to consider the implications of this new learning environment for academic integrity. She also had to manage the challenges of a new infrastructure and differing student and instructor needs. In May 2020, with urgency subsiding, and with the university confirming that classes would be taught remotely through the spring 2021 semester, the associate dean was considering the risks and benefits of what services had been-and what could be-implemented to support remote teaching and learning. Leading up to the remote fall 2020 semester, she was wondering how to best identify and manage risk from contract cheating-a form of academic dishonesty that occurred when a student submitted work for academic credit that was completed by a third party. The associate dean's task would have been complex and difficult in normal times, but it had become an especially salient problem after moving to online remote instruction due to the COVID-19 pandemic.

Instructor presentation for product 8B20M214.

In late 2020, an instructor at a Canadian university received an email from a concerned student about contract cheating (i.e., a student submitting someone else’s work for credit) in her class. As the instructor read the email, many questions without obvious answers came to mind. She wondered what her professional and personal responsibilities were in dealing with the issues raised in the student’s email. In particular, she was trying to come to grips with her responsibilities to her students, her colleagues, the program she taught in, and the university and society in general. She also wondered what she could do to make this type of cheating less prevalent and how she could better detect and discourage it. How could she and her colleagues support students to prevent them from seeking help from these types of companies, which promoted cheating under the premise of tutoring? Upon further considering the issues, the instructor wondered about potential risks to herself, her students, and the university that might result from various possible courses of action. She decided that, at the very least, she would talk to her students about contract cheating at the start of her next class, but she was not sure what she would say.

In late 2020, an instructor at a Canadian university received an email from a concerned student about contract cheating (i.e., a student submitting someone else's work for credit) in her class. As the instructor read the email, many questions without obvious answers came to mind. She wondered what her professional and personal responsibilities were in dealing with the issues raised in the student's email. In particular, she was trying to come to grips with her responsibilities to her students, her colleagues, the program she taught in, and the university and society in general. She also wondered what she could do to make this type of cheating less prevalent and how she could better detect and discourage it. How could she and her colleagues support students to prevent them from seeking help from these types of companies, which promoted cheating under the premise of tutoring? Upon further considering the issues, the instructor wondered about potential risks to herself, her students, and the university that might result from various possible courses of action. She decided that, at the very least, she would talk to her students about contract cheating at the start of her next class, but she was not sure what she would say.